Australian Curriculum Unit Planner – Murraylands Cluster – Middle School
Year Level: 9
Title of Unit: Holes Film Study
Subject: English
Term: 3
Duration (weeks): 4
Author(s): Laura Sklaptis
Unit Outline:
Students will learn how to:

How to break down a film into a text study

Film techniques (camera shots, angle, movement, framing and
composition, editing, lighting and colour) and the purpose they have in
creating specific effects

Imagery and symbolism and the effect they play in the film Holes

Different types of sound used in films i.e. diegetic and non-diegetic
sound and how they intensify/dramatise/ change the mood of a particular
scene

Three distinct timelines running throughout the film that all connect with
one another

Flat and round characters and their significance to the storyline

How to analyse and find examples of the main themes in the film

How to create a creative or analytical assessment piece
Guiding Question(s):
What effect do film and editing techniques (camera shots, angles, movement, diegetic and non-diegetic
sound, lighting, costuming, hair, parallel editing, montage etc.) have on the story and the representation of
character?
What is the purpose of flat and round characters; how do film techniques help to show their growth and
change?
General Capabilities
Literacy, Numeracy ICT capability, critical and creative thinking, personal and
social capability, ethical behavior, intercultural understanding, can apply
knowledge to new contexts and contribute to class discussions.
Sustainability
Content
During this unit students will have:
a summative quiz to complete after
viewing the film, a formative
character poster to complete in
small groups to demonstrate their
knowledge of a particular character
and how they relate to larger ideas
presented in the film and a choice
between and analytical or creative
assessment piece. Students have
an option between three different
tasks that require them to use their
language skills to produce a written
assessment. It may be a storyboard
Resources
Teacher:
Holes DVD
Projector + Laptop
Whiteboard markers
Quiz
Character poster
questions
Holes booklet
Camera
Chocolates/ lollies
Students:
Holes booklet
Stationery
Cross-curriculum
priorities
Aboriginal and Torres
Strait Islander histories
and cultures
Asia and Australia’s
engagement with Asia
Learning Activities
Concepts/Key Ideas
Students will be exposed to a variety of different film/editing techniques and be
involved in class discussions to comment on their effect and purpose in specific
scenes/ shots. Students will have a firm understanding about the components
that make up film as well as characters in Holes and asked to apply their
knowledge either creatively or analytically.
Students may wish to create a storyboard of an alternate or extra scene
describing the film techniques and sound that would be used in each shot. They
may wish to write two letters; one from Stanley to his mum about what’s truthfully
happening at Camp Green Lake and one from his mum and dad reacting to the
letter they received from Stanley. Lastly, students may choose to write a formal
essay – there is a choice of two questions they may wish to write on. One
question asks students to look at themes and camera techniques and how they
can entertain the viewer and the other asks students to analyse a character and
discuss the ways in which they change throughout the film.
Assessment Tasks
Introductory Activities (how will I capture
Summative Activities (what
the students’ interest and use what they already
know?)
activities – oral, written, visual – can I
assess to check whether the
students understand the key ideas?)
Students work together as a class to list as
many things they know about film/editing
techniques into a mind-map that the
teacher scribes on the whiteboard (students
copy it down). It could include camera
angles, shots, movement, editing
techniques, lighting, sound etc.
Students define ‘film techniques’ in 2
minutes. Two or so students are asked for
their definition; choose the best definition
Discussion.
Reading.
Analyzing the text.
Using appropriate vocabulary in
correct context.
Creative or analytical response
to the text (storyboard, letter
writing or analytical essay).
Achievement Standards
This assignment will be an A to E grade in
reference to the Australian Curriculum
English Rubric.
Language:

Listen for and identify different
emphases in texts to elaborate upon
discussions

Explain the effectiveness of language
choices used to influence the audience.

Contribute actively to class discussions,
using language patterns for effect.

Explain the effectiveness of language
choices they use to influence the
(looking at film techniques and
sound that link to themes and
characters in the film), letter writing
from the perspective of Stanley and
his parents or an analytical essay
(looking at characters, themes and
film techniques).
Workbooks
and get them to write it up on the
whiteboard for everyone to copy down.
Formative Activities (what activities can
help the students understand the key
ideas?)
Volunteers for “up-the-front”
demonstrations. Get two volunteers at a
time; one as the ‘camera director’ and the
other as the subject in the frame. Get them
to act out all the different camera angles
and shots… how would you both position
yourself for a birds-eye view shot? Extreme
close-up? Etc.
Character poster: get students to pick a
character and include the following on their
poster:

Character name

Draw a labelled picture of your
character with distinguishable features

Is your character a round or flat
character? Why? (Describe the
changes they go through, referring back
to relevant scenes in the movie)

List the key relationships your
character has and the nature of those
relationships (friends, father/son etc.)

Write a short paragraph on your
characters’ personality/attributes

Describe the costume/hair of your
character

Put your name on your poster
Formative quiz – 20 multiple choice
questions
*See attached sheets for
details Holes booklet, quiz,
character poster questions
audience
Understand how the selection of text
structures is influenced by the selection
of language mode and how this varies
for different purposes and audiences

Demonstrate understanding of grammar
when creating texts.

Demonstrate understanding of grammar
when creating texts.

Understand how the selection of
language features can be used for
particular purposes and effects.

Demonstrate use of punctuation.

Select vocabulary for effect.

Use accurate spelling.
Literature:

Explain how language features, images
and vocabulary are used to represent
different ideas and issues in texts

Understand how the selection of
language features can be used for
particular purposes and effects.

Demonstrate understanding of grammar,
select vocabulary for effect and use
accurate spelling and punctuation.

Make presentations using language
patterns for effect.

Show how ideas can be expressed in
new ways, through combining ideas,
images and language features from other
texts.
Literacy:

Contribute actively to class and group
discussion, using language patterns for
effect.

Take into account intended purposes
and the needs and interests of audience
when creating texts for specific effects.

Select evidence from the text to show
how events, situations and people can
be represented from different viewpoints.
